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Learning Transdisciplinary Collaboration: Undergraduate Student Perceptions of Successes and Areas for Improvement in Transdisciplinary, Problem-Focused Honors Seminar Courses 学习跨学科合作:本科生对跨学科、以问题为中心的荣誉研讨会课程的成功和改进领域的看法
IF 1
Journal of Advanced Academics Pub Date : 2021-11-29 DOI: 10.1177/1932202X211061121
Anne-Lise K. Velez, Stephanie N. Lewis, Raymond C. Thomas, D. Ozkan
{"title":"Learning Transdisciplinary Collaboration: Undergraduate Student Perceptions of Successes and Areas for Improvement in Transdisciplinary, Problem-Focused Honors Seminar Courses","authors":"Anne-Lise K. Velez, Stephanie N. Lewis, Raymond C. Thomas, D. Ozkan","doi":"10.1177/1932202X211061121","DOIUrl":"https://doi.org/10.1177/1932202X211061121","url":null,"abstract":"The honors college at a large land-grant research university developed transdisciplinary courses to provide undergraduate opportunities for small, student-centered classes and collaborative problem engagement in a global context. In these courses, students engage principles of competency-based education and inquiry-based learning combined with instruction in transdisciplinarity and decision-making tied to the college mission statement and course learning outcomes. As an observational study, we surveyed 91 honors students from 12 transdisciplinary courses over three semesters, asking five-point Likert scale questions and open-ended perspective questions at the beginning and end of each semester. Participants predominantly identified as White (74%), male (57%), senior-level students (67%), and represent 34 majors. Findings emphasize outcomes of lasting faculty relationships and opportunities to explore interests outside students’ majors, which respondents report influencing their academic development. Students also report areas for curricular improvement in developing research skills and engaging problem-focused experiences. We describe new offerings made to address findings.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"187 - 216"},"PeriodicalIF":1.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42679376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity 学生在暑期强化工程课程中的体验：合作创造力的输入-过程-结果模型
IF 1
Journal of Advanced Academics Pub Date : 2021-09-13 DOI: 10.1177/1932202X211040744
M. Ghahremani, Nielsen Pereira, O. Desmet, Marcia Gentry
{"title":"Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity","authors":"M. Ghahremani, Nielsen Pereira, O. Desmet, Marcia Gentry","doi":"10.1177/1932202X211040744","DOIUrl":"https://doi.org/10.1177/1932202X211040744","url":null,"abstract":"In this study, we examined students’ experiences regarding precollege engineering curricula, classroom environments, and their experiences with the creative process in two engineering courses offered in a university-based summer enrichment program. Applying provisional and open coding to interview data from 16 participants, an Input–Process–Outcome Model of Collaborative Creativity (IPOCC model) was developed. The IPOCC model expands the 4P model of creativity to incorporate more collaborative contexts. The IPOCC model suggests that in K–12 collaborative practice, creativity involves group-level considerations in addition to individual-level components. The IPOCC model offers insights for educators in terms of input components, group processes, and mediating factors that can facilitate learners’ engagement in creative teamwork. The findings of this study indicated that a combination of challenging tasks, open-ended problems, and student teamwork provides a rich environment for learners’ engagement to think creatively.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"69 - 103"},"PeriodicalIF":1.0,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45988866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Considering the Long-Term Transformative Impact of Creativity Training on the Work and Lives of Teachers 考虑创造力培训对教师工作和生活的长期变革性影响
IF 1
Journal of Advanced Academics Pub Date : 2021-09-08 DOI: 10.1177/1932202x211036348
Jennifer Groman
{"title":"Considering the Long-Term Transformative Impact of Creativity Training on the Work and Lives of Teachers","authors":"Jennifer Groman","doi":"10.1177/1932202x211036348","DOIUrl":"https://doi.org/10.1177/1932202x211036348","url":null,"abstract":"The purpose of this study is to examine teacher perceptions of the long-term transformative impact of Piirto’s Creativity Model and personal creativity exploration on teachers. Creativity training has been part of Ashland University’s Talent Development program for over 20 years using Piirto’s creativity model. The course encompasses multiple models of creativity, including the Torrance Incubation Model and Creative Problem Solving; however, significant time focuses on teachers’ own creativity through activities such as thoughtlogs, a Meditation Day field trip, and a personal creativity project. This study examines alumni perceptions of personal creativity exploration on their teaching lives. Data were collected through surveys and interviews. Questions include course memories, perception of the course’s impact on teaching and personal transformation. Results show that the course models community and group trust, and teachers increased understanding and valuing of their own creativity and that of students.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"43 - 68"},"PeriodicalIF":1.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47932283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Influencers and Major Themes in a Gifted Education Community of Practice on Twitter Twitter上资优教育实践社区的影响者和主要主题
IF 1
Journal of Advanced Academics Pub Date : 2021-07-31 DOI: 10.1177/1932202X221099590
E. Miller, J. Jolly, Jacqueline N. Latz, Kelsi Listman
{"title":"Influencers and Major Themes in a Gifted Education Community of Practice on Twitter","authors":"E. Miller, J. Jolly, Jacqueline N. Latz, Kelsi Listman","doi":"10.1177/1932202X221099590","DOIUrl":"https://doi.org/10.1177/1932202X221099590","url":null,"abstract":"Twitter is a valuable resource for research because of its potential to provide insight into public opinion as well as to identify the most influential sources of information. Mixed-methods exploratory analysis was used to evaluate the discourse on Twitter regarding gifted education. The results of the quantitative analysis of the matrix of connections using NodeXL Pro indicate that gifted education Twitter is a cohesive network and that the top influencers are organizations and educational consultants. Sentiment analysis using Linguistics Inquiry and Word Count (LIWC2015, Pennebaker et al., 2015) software indicates that tweets related to gifted education have a mix of positive and negative emotive tone. The qualitative analyses suggest that gifted education professionals and parents engage in Twitter in similar ways to what has been described in past research: to share interesting articles and videos, to discuss current issues, promote one's ideas, and seek opportunities.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"469 - 504"},"PeriodicalIF":1.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47199395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Impact of School Environment on Talent Development: A Retrospective View of Gifted British and Polish College Students 学校环境对人才发展的影响:对英国和波兰资优大学生的回顾
IF 1
Journal of Advanced Academics Pub Date : 2021-07-26 DOI: 10.1177/1932202X211034909
Marcin Gierczyk, S. Pfeiffer
{"title":"The Impact of School Environment on Talent Development: A Retrospective View of Gifted British and Polish College Students","authors":"Marcin Gierczyk, S. Pfeiffer","doi":"10.1177/1932202X211034909","DOIUrl":"https://doi.org/10.1177/1932202X211034909","url":null,"abstract":"The aim of this study was to examine gifted British and Polish college students’ (N = 30) retrospective perceptions of their school environments in relation to talent development using a semi-structured, in-depth interview. Qualitative analyses revealed how school and teachers influenced gifted students’ talent development. Findings indicate that, according to both the British and the Polish students, teachers play an extremely important role in their talent development. The environment in English schools was depicted as considerably more facilitative than the Polish school environment, although both have their advantages and disadvantages. Although this research study does not claim universal representation, the findings may be of significance to school, educational, and psychological practices on preventive, teaching, and interpersonal levels.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"567 - 592"},"PeriodicalIF":1.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X211034909","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48815128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The Potential of Advanced Placement to Improve College Outcomes and Narrow Racial/Ethnic and Socioeconomic Disparities 高等教育对提高大学成绩和缩小种族/民族和社会经济差距的潜力
IF 1
Journal of Advanced Academics Pub Date : 2021-06-24 DOI: 10.1177/1932202X211018646
S. Phillips, Brett A. Lane
{"title":"The Potential of Advanced Placement to Improve College Outcomes and Narrow Racial/Ethnic and Socioeconomic Disparities","authors":"S. Phillips, Brett A. Lane","doi":"10.1177/1932202X211018646","DOIUrl":"https://doi.org/10.1177/1932202X211018646","url":null,"abstract":"The U.S. economy requires a highly educated workforce, yet too few black, Latino, and low-income students attend, persist, and graduate from college. The present study examines the college outcomes of participants in a model Advanced Placement® (AP) intervention to shed light on its effectiveness and determine whether improving AP participation and performance is a promising strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes. Findings suggest the college outcomes of program participants are better than those of similar students statewide while also highlighting variation within and across subgroups. At the same time, they confirm that AP participation and performance predict college outcomes and suggest that improving AP participation and performance among low-income white, black, and Latino students could be a useful strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"469 - 500"},"PeriodicalIF":1.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X211018646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47734863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
A Content Analysis of Selected State Plans for Gifted and Talented Education 国家英才教育计划选择的内容分析
IF 1
Journal of Advanced Academics Pub Date : 2021-06-23 DOI: 10.1177/1932202X211026240
Kari Lockhart, M. S. Meyer, Kacey Crutchfield
{"title":"A Content Analysis of Selected State Plans for Gifted and Talented Education","authors":"Kari Lockhart, M. S. Meyer, Kacey Crutchfield","doi":"10.1177/1932202X211026240","DOIUrl":"https://doi.org/10.1177/1932202X211026240","url":null,"abstract":"Programs for gifted and talented education should be guided by research-based practices, but states’ policies vary in their recommendations for programming, and in how they hold local education agencies accountable for implementing those recommendations. State plans for gifted and talented education rely on the voluntary compliance of districts to implement policies meeting students’ advanced academic needs and providing opportunities for talent development. State plans for gifted education may outline expectations, but leave much about the implementation up to districts. Even within a state, gifted education services vary widely across districts and individual schools. This research identified 11 state plans for gifted education that included guidance on identification, curriculum, service options, professional development, and program evaluation. Through thematic analysis, eight primary themes and three secondary themes were identified, which demonstrate the necessity of ongoing program evaluation balancing the need for standardization with the need to adapt policies to fit local contexts.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"3 - 42"},"PeriodicalIF":1.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X211026240","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44943754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership? 家长参与识别和服务多样化的天才学生：领导力的作用是什么？
IF 1
Journal of Advanced Academics Pub Date : 2021-06-16 DOI: 10.1177/1932202X211021836
Rachel U. Mun, Miriam D. Ezzani, Glorry Yeung
{"title":"Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?","authors":"Rachel U. Mun, Miriam D. Ezzani, Glorry Yeung","doi":"10.1177/1932202X211021836","DOIUrl":"https://doi.org/10.1177/1932202X211021836","url":null,"abstract":"Parents play a vital role in identifying and cultivating talent for diverse gifted children but their experiences with schools and educational leaders are rarely studied. To examine parent perspectives on identifying and serving diverse gifted students, we conducted six focus groups with 39 parents of K-12 children from culturally, linguistically, and economically diverse backgrounds (CLED), and/or identified as twice exceptional (2E). Thematic analysis and its six-phase approach was used to analyze data. We found (a) that the majority of parents advocated for their gifted and talented children, (b) a lack of consistent and comprehensive strategies by educational leaders to promote parent engagement, (c) disproportionate communication from district leaders rendered engagement efforts less effective, (d) GT identification remained problematic to some parents, and (e) front line educators served a critical role in the bilateral relationship between school and family. Implications are discussed for researchers and educational leaders.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"533 - 566"},"PeriodicalIF":1.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X211021836","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49402363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Engagement in Learning Physics Through Project-Based Learning: A Case Study of Gifted Finnish Upper-Secondary-Level Students 通过项目学习参与物理学习：芬兰高中天才学生的个案研究
IF 1
Journal of Advanced Academics Pub Date : 2021-06-02 DOI: 10.1177/1932202X211018644
Taina Makkonen, K. Tirri, J. Lavonen
{"title":"Engagement in Learning Physics Through Project-Based Learning: A Case Study of Gifted Finnish Upper-Secondary-Level Students","authors":"Taina Makkonen, K. Tirri, J. Lavonen","doi":"10.1177/1932202X211018644","DOIUrl":"https://doi.org/10.1177/1932202X211018644","url":null,"abstract":"Research on the advantages and disadvantages of project-based learning (PBL) among gifted pupils studying physics is scarce. This mixed-methods study investigates engagement, experiences, and learning outcomes among gifted Finnish upper-secondary-level students learning physics through PBL. A six-lesson PBL module on basic Newtonian mechanics was designed and implemented for a group of gifted students (N = 38), whereas a traditional teacher-driven approach was used among a control group (N = 38) of gifted students. Data were collected by means of a questionnaire, interviews and a physics test. According to the results, PBL met the preconditions (challenge, skill, interest) for engaging the students in learning physics. It generated interest in learning among the vast majority, but not as many found it challenging. The findings also highlight the impact of autonomy when learning through PBL. No differences in overall learning outcomes were found between the groups.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"501 - 532"},"PeriodicalIF":1.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X211018644","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48285703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review K-12阶段黑人女孩学业才能发展的影响:系统评价
IF 1
Journal of Advanced Academics Pub Date : 2021-05-14 DOI: 10.1177/1932202X211013806
Brenda K. Davis
{"title":"Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review","authors":"Brenda K. Davis","doi":"10.1177/1932202X211013806","DOIUrl":"https://doi.org/10.1177/1932202X211013806","url":null,"abstract":"Black girls experience numerous challenges to their academic development. This study examines the literature from the last 30 years related to the influences on the academic talent development of school-aged Black girls. Environmental and intrapersonal influences to Black girls’ academic talent development are explored. Using a systematic approach, 43 articles are reviewed and summarized. Thematic analysis conducted on the results and findings sections from each article reveal four major themes related to personal attributes, racial identity, relationships, and institutions. The themes expand the understanding of the complexity of talent development of Black girls and identify several intrapersonal and environmental influences that can promote or hinder academic achievement. Implications for future research are discussed.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"42 1","pages":"435 - 468"},"PeriodicalIF":1.0,"publicationDate":"2021-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X211013806","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65773115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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